1. INTRODUCTION TO HUMAN
RESOURCE DEVELOPMENT
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Chapter 1

2. DEFINITION OF HRD
A
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set of systematic and planned
activities designed by an organization
to provide its members with the
necessary skills to meet current and
future job demands.
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3. EVOLUTION OF HRD
 Early
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apprenticeship programs
 Early vocational education programs
 Early factory schools
 Early training for unskilled/semiskilled
 Human relations movement
 Establishment of training profession
 Emergence of HRD
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4. DEFINITION OF TERMS

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
occupation (n.) early 14c., "fact of holding or possessing;"
mid-14c., "a being employed in something," also "a particular
action," from Old French occupacion "pursuit, work,
employment; occupancy, occupation" (12c.), from
Latin occupationem (nominative occupatio) "a taking
possession; business, employment," noun of action from past
participle stem of occupare (see occupy). Meaning
"employment, business in which one engages" is late 14c.
That of "condition of being held and ruled by troops of another
country" is from 1940.
A job is a regular activity performed in exchange for payment.
A person usually begins a job by becoming
an employee, volunteering, or starting a business. The
duration of a job may range from an hour (in the case of odd
jobs) to a lifetime (in the case of some judges). If a person is
trained for a certain type of job, they may have a profession.
The series of jobs a person holds in their life is their career.
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5. APPRENTICESHIP

Apprenticeship is a system of training a new generation of
practitioners of a structured competency a basic set of skills
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6. EARLY APPRENTICESHIP PROGRAMS
 Artisans
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in 1700s
 Artisans had to train their own workers
 Guild schools
 Yeomanries (early worker unions)
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7. GUILD SCHOOL

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A guild /ɡɪld/ is an association of artisans or
merchants who control the practice of their craft in a
particular town. The earliest types of guild were
formed as confraternities of workers. They were
organized in a manner something between
a professional association, trade union, a cartel,
and a secret society. They often depended on
grants of letters patent by a monarch or other
authority to enforce the flow of trade to their selfemployed members, and to retain ownership of
tools and the supply of materials. A lasting legacy of
traditional guilds are the guildhalls constructed and
used as meeting places.
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8. EARLY VOCATIONAL EDUCATION PROGRAMS
– DeWitt Clinton’s manual school
 1863 – President Lincoln signs the
Land-Grant Act promoting A&M
colleges
 1917 – Smith-Hughes Act provides
funding for vocational education at the
state level
 1809
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9. EARLY FACTORY SCHOOLS
 Industrial
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Revolution increases need
for trained workers to design, build,
and repair machines used by unskilled
workers
 Companies started machinist and
mechanical schools in-house
 Shorter and more narrowly-focused
than apprenticeship programs
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10. EARLY TRAINING FOR
UNSKILLED/SEMISKILLED WORKERS
 Mass
production (Model T)
 World
War I
Retool & retrain
 “Show, Tell, Do, Check” (OJT)

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Semiskilled and unskilled workers
 Production line – one task = one worker

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11. MASS PRODUCTION (MODEL T)
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12. MODEL T

A simple idea
It was Henry's intention to produce the largest number of
cars, to the simplest design, for the lowest possible cost.
When car ownership was confined to the privileged few,
Henry Ford's aim was to "put the world on wheels" and
produce an affordable vehicle for the general public.
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
Henry Ford designed his first moving assembly line in
1913, and revolutionized the manufacturing processes
of his Ford Model T.
This assembly line, at the first Ford plant in Highland
Park, Michigan, became the benchmark for mass
production methods around the world.
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13. HUMAN RELATIONS MOVEMENT
 Factory
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system often abused workers
 “Human relations” movement
promoted better working conditions
 Start of business & management
education
 Tied to Maslow’s hierarchy of needs
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14. Werner & DeSimone (2006)


Maslow wanted to understand what motivates people. He believed that
individuals possess a set of motivation systems unrelated to rewards or
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unconscious desires.
Maslow (1943) stated that people are motivated to achieve certain needs.
When one need is fulfilled a person seeks to fulfill the next one, and so on.

15. ESTABLISHMENT OF THE TRAINING
PROFESSION
 Outbreak
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of WWII increased the need for
trained workers
 Federal government started the Training
Within Industry (TWI) program
 1942 – American Society for Training
Directors (ASTD) formed
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16. EMERGENCE OF HRD
 Employee
needs extend beyond the training
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classroom
 Includes coaching, group work, and problem
solving
 Need for basic employee development
 Need for structured career development
 ASTD changes its name to the American
Society for Training and Development
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17. RELATIONSHIP BETWEEN HRM AND HRD
 Human
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resource management (HRM)
encompasses many functions
 Human resource development (HRD) is just
one of the functions within HRM
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18. SELF-CHECK
1.
3.
4.
5.
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2.
A set of systematic and planned activities designed by
an organization to provide its members with the
necessary skills to meet current and future job
demands.
A system of training a new generation of practitioners
of a structured competency a basic set of skills
An association of artisans or merchants who control
the practice of their craft in a particular town.
He designed his first moving assembly line in 1913,
and revolutionized the manufacturing processes of his
Ford Model T
His theory stated that people are motivated to achieve
certain needs. When one need is fulfilled a person
seeks to fulfill the next one, and so on.
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19. ANSWER KEY
1.
3.
4.
5.
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2.
Human Resource Development
Apprenticeship
Guild Schools
Henry Ford
Abraham Maslow
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20. CHOOSE THE WORDS THAT IS DESCRIBED BY
THE STATEMENT (2 POINTS EACH)
1.
3.
4.
5.
6.
7.
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2.
Henry Ford
Human Resource Development
Apprenticeship
Guild Schools
Abraham Maslow
Industrial Revolution
Job
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21. EXPLAIN THE PICTURES IN
30 WORDS MINIMUM
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NO. 15-17
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22. NO. 18-20
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